MANAGEMENT SUPPORT SERVICES AND TEACHERS’ PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST NIGERIA

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ABSTRACT

The study investigated Management Support Services and Teachers’ Productivity in Public Secondary Schools in South-East, Nigeria. Eight research questions were asked and answered and eight hypotheses postulated and tested at 0.05 level of significance. The design of the study was a correlational research design because it sought to establish the strength of relationship that exists between Management Support Services and Teachers’ Productivity. The population of the study was 28,682 which comprised of 27,431 teachers and 1,251 principals. A sample size of 679 respondents consisting 379 teachers and 300 principals from the three selected states of the South East. The multi-stage sampling technique was adopted. The instruments used for data collection was two structured questionnaires titled: Management Support Services Questionnaire (MSSQ) and Teachers Productivity Questionnaire (TPQ). The instrument was validated by three experts, two from Educational Management and one from Measurement and Evaluation in College of Education, Michael Okpara University of Agriculture, Umudike. The reliability of the instruments MSSQ and TPQ was established through a trial testing for internal consistency and stability of the instrument. Cronbach Alpha Statistic was used to measure the internal consistency of the items. Reliability indices of 0.82 and 0.85 were obtained. The data collected through the administration of the instruments were analyzed using Pearson Product Moment Correlation (PPMC) to answer research questions and Linear Regression to test the hypotheses at 0.05 level of significance. Findings revealed that the provision of adequate physical facilities to a high extent determine productivity of teachers and that there was a significant relationship between adequate physical facilities and teachers productivity. A significant relationship existed between the provision of regular staff development and teachers’ productivity which showed regular staff development to a high extent determine teachers productivity in secondary schools. provision of information communication technology to a high extent determine teachers productivity and that there is significant relationship between provision of information communication technology and teachers productivity. Based on the findings, it was recommended that government, managers of education, Teachers and Students should ensure, provision of physical facilities, staff development, quality conditions of service, provision of information and communication technology, school health services and adequate funding in secondary schools as it positively determined teachers’ productivity.



TABLE OF CONTENTS

Cover Page                                                                                                              Page

Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of Contents                                                                                                       vi

List of Tables                                                                                                              ix

Abstract                                                                                                                      x

 

CHAPTER 1: INTRODUCTION                                                                          1

1.1       Background to the Study                                                                               15

1.2       Statement of the Problem                                                                               16

1.3       Purpose of the Study                                                                                      16

1.4       Research Questions                                                                                         17

1.5       Hypotheses                                                                                                     17

1.6       Significance of the Study                                                                               18

1.7       Scope of the Study                                                                                         21

 

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              22

2.1       Conceptual Frame Work                                                                             22

2.1.1    Concepts of education                                                                                                22

2.1.2     Concepts of teachers                                                                                      25

2.1.3    Teachers' productivity                                                                                     32

2.1.4    Concept of management                                                                                 35

2.1.5    Management support services                                                                         37

2.1.6    Physical facilities and teachers’ productivity                                                 45

2.1.7    Staff development and teachers’ productivity                                               57

2.1.8    Conditions of service and teachers’ productivity                                           66

2.1.9    Information and communication technology and teachers’ productivity      70

2.1.10    School health service and teachers’ productivity                                           81

2.1.11 Manageable workload and teachers’ productivity                                          90

2.1.12 Adequate funding and teacher productivity                                                  98

2.1.13 Parent teachers association and teachers’ productivity                                  101

2.2       Theoretical Framework                                                                                105

2.2.1    Jacob Mincer’s Theory of Human Capital Development (1958)                    105

2.2.2    General Systems Theory of Management by Ludwig von

Bertallanffy (1928)                                                                                         106

2.2.3    Hierarchy of Needs Theory by Maslow (1943)                                              110

2.3       Empirical Studies                                                                                            111

2. 4      Summary of Literature Review                                                                      122

 

CHAPTER 3: METHODOLOGY                                                                          124

3.1       Design of the Study                                                                                        124

3.2       Area of the Study                                                                                           125

3.3       Population of the Study                                                                                  128

3.4       Sample and Sampling Techniques                                                                  128

3.5       Instrument for Data Collection                                                                       129

3.6       Validation of the Instrument                                                                          130

3.7       Reliability of the Instrument                                                                           130

3.8       Method of Data Collection                                                                             131

3.9       Method of Data Analysis                                                                               131

 

CHAPTER 4: DATA ANALYSIS, RESULTS AND DISCUSION                   133

4.1       Research Questions                                                                                         133

4.1.1    Research question one                                                                                    133

4.1.2    Research question two                                                                                    134

4.1.3    Research question three                                                                                  135

4.1.4    Research question four                                                                                   136

4.1.5    Research question five                                                                                    137

4.1.6    Research question six                                                                                      138

4.1.7    Research question seven                                                                                 139

4.1.8    Research question eight                                                                                  140

4.2       Hypotheses                                                                                                     141

4.2.1    Hypotheses one                                                                                              141

4.2.2    Hypotheses two                                                                                             142

4.2.3    Hypotheses three                                                                                           143

4.2.4    Hypotheses four                                                                                              144

4.2.5    Hypotheses five                                                                                              145

4.2.6    Hypotheses six                                                                                                146

4.2.7    Hypotheses seven                                                                                           147

4.2.8    Hypotheses eight                                                                                            148

4.3     Findings of the Study                                                                149

4.4       Discussion of Findings                                                                                   150

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 158

5.1       Summary of the Study                                                                                    158

5.2       Conclusion                                                                                                      161

5.3       Recommendations                                                                                          162

5.4       Educational Implication of the Study                                                            163

5.5       Limitations of the Study                                                                                 165

5.6       Suggestions for Further Studies                                                                     165

REFERENCES                                                                                            167

APPENDICES                                                                                              186


 






LIST OF TABLES

  

4.1       Pearson product moment correlation of provision of adequate

physical facilities and teachers’ productivity                                                  133

 

4.2       Pearson product moment correlation regular staff development and

teacher’s productivity                                                                                     134

 

4.3       Pearson product moment correlation for robust conditions of service and

teachers’ productivity                                                                                     135

 

4.4       Pearson product moment correlation for the provision of Information and

Communication Technology (ICT) and teachers’ productivity                      136

 

4.5       Pearson product moment correlation for the provision of school health

services and teachers’ productivity                                                                 137

 

4.6       Pearson product moment correlation of teacher workload and teachers’

productivity                                                                                                    138

 

4.7       Pearson product moment correlation on extent adequate funding determine

teachers’ productivity                                                                                     139

 

4.8       Pearson product moment correlation on extent parent teachers’ association

determine teachers productivity in secondary schools                                   140

 

4.9       Simple linear regression analysis for the provision of adequate physical

facilities and teachers’ productivity                                                                141

 

4.10     Simple linear regression analysis for regular staff development and teachers’

productivity                                                                                                    142

 

4.11     Simple linear regression analysis for the Robust Conditions of Service

And Teachers’ Productivity                                                                            143

 

4.12     Simple linear regression analysis for the provision of ICT and teachers’

productivity                                                                                                    144

 

4.13     Simple linear regression analysis for the provision of school health

            services and teachers’ productivity                                                                 145

 

4.14     Simple linear regression analysis of sizeable workload for teachers and

teachers’ productivity                                                                                     146

 

4.15     Simple linear regression analysis for the relationship between adequate

            funding and teachers’ productivity                                                                147

 

4.16     Simple linear regression analysis for the extent of relationship between

parent teachers’ association and teachers productivity.                                  148






 

LIST OF APPENDICES

Appendices                                                                                                              Page

I           Management Support Services Questionnaire (MSSQ)                                  184

II         Teachers’ Productivity Questionnaire (TPQ)                                                  187

III        Population of Teachers and Principals in South East zone                             188

IV        Reliability of Instrument Analysis (MSSQ)                                                   189

V         Reliability of Instrument Analysis (TPQ)                                                       190

 

 

 

 

                                       


 

CHAPTER 1

INTRODUCTION

 

1.1 BACKGROUND TO THE STUDY

Education refers to the process which takes place at learning centers where one gives information (knowledge) and the other receives it. Education is the process of teaching or training and learning in a school or college to improve knowledge and develop skills. What teachers know and do has the most important influence on what students’ learn. Modebelu (2012) in her attempt to explain and define education mentioned the necessary aspects involved for education to exist as a form of learning in which the knowledge, skills, values, beliefs and habits of a group of people are transferred from one generation to the next through storytelling, discussion, teaching, training and/or research. According to Obunadike (2008) education, involves the actions and processes of teaching someone, especially in a school, college or university, where the skills and knowledge that you get from attending a school deals with the methods and problems of the moment. It is also an enlightening experience as divulged by Ibe (2016) as the act or process of impacting or acquiring general knowledge, developing the powers of reasoning and judgment.

Generally, education in Nigeria has been perceived as an instrument "per excellence" for effecting national development (National Policy on Education, 2013). Government has stated that for the benefit of all citizens, the country's educational goals shall be clearly stated in terms of their relevance to the needs of the individual and those of the society, in consonance with the realities of our environment and the modern world. If our education is to achieve the national goals, then, well trained, well-qualified and efficient educators are absolutely essential. The fact that no education system will rise above the quality of its teachers, is an old aphorism. Therefore, acquiring teacher's services, developing their skills, motivating them to high levels of productivity and ensuring that they continue to maintain their commitment to the organization are essential to achieving school organizational goals.

Government has also continuously encouraged secondary education by adopting the social demand approach in planning the sector, and subsidizing the Senior Certificate Examinations (SSCE) fees over a long period of time. An indication of government’s immense interest in the general education in the South East, Nigeria could be traced back to 2010-2014 budgetary estimates and allocation to education in the country. Equally, the Government of all the states in the South East are mindful of achieving inclusive and equitable quality education for human capital development as a critical issue in national development, this account for why education is one of the five pillars and has a budgetary allocation of 37.4% of the capital allocation, average of 7.48% in each state of the South East (Nigeria Multi-year Budget, 2018-2019).

In Nigeria as in several countries of the world therefore, there is increased attention on improving the quality of education in secondary schools. The global monitoring report team of United Nations Educational, Scientific and Cultural Organization (UNESCO, 2014) heightened this when it reported that many countries are far from achieving quality education because, one third of the world’s primary school age children are not learning the basics, let alone further skills they need, to get decent work and live fulfilling lives (UNESCO, 2014). Another report by The Global Partnership for Quality Education (2014) indicates that the quality of learning among children in sub-Saharan Africa is quite low, so there is need to provide quality teaching and learning to make citizens of the nation compete favourably with their counterparts from other nations in the 21st century. Nigeria precisely needs functional and quality education that can engineer its citizens towards achieving complex skill for further schooling, responsible citizenship, international competitiveness and lifelong learning (World Bank, 2013). This can only be achieved through the teacher. Ochai (2012) opined that the place of the teacher in any educational system cannot be over emphasized.  The teacher is the human resource required for effective implementation of any educational system necessary to promote national development. The teacher makes it possible for teaching and learning to occur through manipulation of learning environment (Obunadike & Uzoechina, 2015; Obunadike, 2016).

The teacher is the pivot on which the educational process rests.  Supporting the assertion, Achinugu (2008) posits that the role of the teacher in National development and educational system is very strategic and crucial because one cannot talk about the National development without giving attention to the central role of teachers as real agents of development. The teacher is the factor required for effective implementation of any educational system. The teacher makes it possible for teaching and learning to occur in any given environment. In support of the above, Okeke (2004) stated that no education system can rise above the quality of its teachers hence the need for teacher education. Teachers at all levels of education are the foundation and bedrock of quality education in the society (Clark, 2006). In line with the above view, teachers especially secondary school teachers need to manage both students and knowledge, monitor students' progress and provide guidance services under the guidance and supervisory role of the principal. To guard the above position, teachers engage in research activities to adequately equip themselves for effective lesson delivery.

Therefore, teachers' role and tasks is dependent on the kind of support given to them by the management. Managing teachers is that part of school management function which is concerned with teachers at work and their relationship within the educational enterprise. It seeks to bring together and develop into an effective educational organization, men and women who make up the teaching workforce, enabling each to make his/her own best contribution to its success.

Management is a comparatively new concept and is used interchangeably with administration. It is a social process which is designed to ensure the cooperation, participation, intervention and involvement of others in the effective achievement of a given or predetermined goals or objectives (Modebelu, 2016). Again, Eya (2014) mentioned that management is the process of taking decision (through forecasting, planning as well as organizing) and implementing the decisions taken (through commanding, co-coordinating and controlling) to realize the objectives of an organization. Therefore, management entails the process by which all material resources are put to use so as to achieve organizational goals, with deliberate efforts by humans who plan, control, organize, lead, coordinate and direct these processes. Management of education is concerned with the totality of coordinating materials and human resources towards the attainment of desirable educational objectives (Ibiam, 2015; Chukwu & Obunadike, 2018). Therefore, managers of education include but not restricted to the following; government as policy makers, ministries of education as implementation of the policy, schools heads (principals), community leaders, philanthropist and other departmental and unit heads of the schools. All these people could as well be termed as stake-holders of education in the immediate environment. Within the processes in administration of education and learning, the teacher becomes the player at the centre stage hence he is assumed to be the initiator, the facilitator, the implementer and the evaluator gained in the process of education. Management of teaching workforce involves a number of strategies that begins and maintains activities toward the achievement of personal and organizational goals. Omebe (2001) is of the view that well managed teachers will always look for better ways to do their teaching job. They therefore become more quality oriented and more productive.

Management by virtue of its position are the managers and the quality of managerial functions determine to a large extent their success or failure (Odumodu, 2011). Management should provide teachers with needed supports services to effectively function in this regard. Management should as well provide teachers with needed supports services to effectively function in their schools (Obunadike, 2010; Castller, 2010). That is to say, Management should provide supportive services for teachers' work load and the utilization of available professional and material resources.

Management culture in workplace environment is the key towards progression and
productivity of a nation. This is to say that management of people at workplace for optimum productivity has been of great importance in today’s developed organization i.e., school management system (
Modebelu, Eya & Obunadike, 2016). Staff management according to Okorie (2000) depends on all enterprises that provides for effective utilization of human resources to attain both the objectives of the enterprise, satisfaction and development of the employee. It encompasses the totality of the teacher’s skills, energies, talents, social, cultural values (norms and belief), and latent abilities towards attaining educational goals and objectives. It makes people integral part of the school system towards actualizing the goals of the organization through management support services.

Support services include those services provided by both professionals and the para-professionals to schools to address diverse learning skills and problems of the students. These services when managed well support the teaching and learning process by addressing the underlying issues such as academic behavioral lapses and mental health problems that challenge and bar effective teaching and learning. These services can provide screening for behavioural health issues, identifying risk factors for young students and providing early intervention services before students start encountering problems. Researchers and stakeholders of education have within the past five years identified several factors as the causes of poor academic performance of students in public examinations. Among the factors identified are teachers productivity factors like poor assessment of students’ academic performance, poor maintenance of school discipline and poor lesson delivery incessant changes in government policies, closure of schools which is contingent upon teachers’ strike action, high student-teacher ratio and lack of proper supervision, monitoring and evaluation environment among others which are needed for effective management (Adepoju, 2012).

Management support services in this context, implies provisions of enabling work environment for teachers to render the needed services effectively in the school system. For Campbell (2007), management support services in public secondary schools revolve around putting in place all enabling environment by the management to foster teachers' morale and commitment and professional development. Along the same line, Jefferson (2014) affirms that provision of management support services to teachers involve giving supportive instructional supervision, adequate welfare, rewards, in-service education programme as and when due. In addition, Akubue (2012) also affirms that management support services has to do with providing, for teachers' welfare, professional growth, supportive supervision, giving rewards, counseling employees and organizational career planning. Management support services are those contractual services that provide assistance, training for the efficient and effective management operation of school activities and technical support for conference.

Provision of management support services by school management are essential for teachers' performance in building sufficiently motivated and effective teachers. Put differently, it is the act of giving assistance, encouragement and stimulation to teachers by management to enhance their performance towards the achievement of the objectives of the school system. Imperatively, teachers need supportive services from their management to be able to perform maximally. To this end what teachers teach their students is judged by them (teachers) to be worthwhile. To perform maximally, teachers should take special joy in winning and should not need gratification in order to perform. Teachers' productivity can be taken to be synonymous with teacher commitment and is a valid construct in school growth (Drayer, 2012). This study therefore, focused attention on the following management support services that can enhance teacher’s productivity when used. These include adequate maintenance of physical facilities, regular staff development training, robust conditions of services, provision of information and communication technology (ICT), teacher workload, adequate funding and effective Parents’ Teachers Association (PTA). 

The physical facilities are the environment, equipment and buildings which are useful for teaching and learning to take place. Managing this physical facility is vital for the teacher productivity. Staff development programme is a process designed to improve job understanding, promote more effective job performance, and establish future goals for career growth. Staff development programmes can also be referred to as the processes, and activities through which every organization develops, enhances and improves the skills, competencies and overall performance of its employees and workers. The influence of staff development on students is accomplished principally through its direct effect on teachers’ and administrators’ knowledge and practices. Improved knowledge and practices, as the most significant outcomes of staff development effort would lead to better job performance. Education spending has been a hot topic of debate for many years. Tax payers often believe that schools receive too much funding and therefore, do not want more of their tax money going towards education spending. Teachers and schools, on the other hand, often claim that current funds are insufficient to finance necessary school programmes.

The term “conditions of service” refer to the situation or the environment that provides for teachers to render their services effectively. It can also be referred to as the school working environment and atmosphere that facilitates or hinders teaching and learning. Conditions of service therefore are the terms of contract between the government and the teachers. Conditions of service according to Dorotola (2010) are all the motivational factors that are put in place for an employee (teacher) to work effectively. A condition of service is a relatively enduring quality of the school environment that is experienced by participants, affects their behaviors and is based on their collective perceptions of behavior in schools.

Information and communications technology (ICT) is an umbrella term that includes any communication device or application encompassing radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as video conferencing and distance learning.

School health services refer to the health care delivery system that is operational within a school or college. These services aim at promoting and maintaining the health of school children so as to give them a good start in life. In addition, these services seek to enable children benefit optimally from their school learning experience (Okafor, 2011).

The workloads assigned to teachers have significant consequences not only on the students and the entire education system, but also on the overall effectiveness and productivity of the teachers themselves. Thus the overall attainment of the education goals is contingent on how reasonable the workloads assigned to teachers in the system. Teachers’ workload is directly measured by the overall number of teachers available in the system against the number of students taught the volume of non-teaching assignment, the number of scripts to mark and record, and other responsibilities considered worthwhile by the school administrator that is regularly or occasionally assigned to the teacher (Enahwo, 2010).

School funding has been cut across the board. This decrease in funding has upset school districts and teachers as they constantly fight to receive more money Public education is a public good financed primarily by state and local governments. Economic theory views education as an important input to the production function. In fact, many empirical studies have shown that education provides positive returns to society as more education leads to higher productivity and wages (Angrist & Krueger, 2001; Ashenfelter & Krueger, 2004; Card, 2005). Thus, because of these gains, the government invests billions of dollars each year in education. Through the years, it has become a common belief that increasing school funding will lead to increased student academic achievement. However, not all funding sources yield the same result. Money earmarked, or restricted, by the federal government for categorical aid is the most effective in increasing student academic achievement.

Parent-Teachers Association (PTA) is a voluntary and welfare organization that brings together the major stakeholders in education, which are the parents, guardians and teachers of pupils in a particular school. They help in fund-raising, maintenance of discipline, seeing to the welfare of the school, and creating a bound between the school, the home, and the community, between the parents and the teachers and building parent involvement at school and other activities relating to the welfare of the school, rather than the progress of individual pupils. Eze (2008) defined PTA as “a membership organization for parents of students/pupils and teachers of schools. The associations are groups made up of parents, teachers and sometimes others within the school community.

 They provide a range of opportunities for parents or care givers to be actively involved in supporting schools, for the overall benefits of their children. Parents and even teachers, administrators in education and the students therefore have resorted to educational support services. Teachers’ productivity is a measure of the progressive contribution, value added process made by the employee to the school where he/she works. Teacher productivity is the outcome of the employee’s training, development, and diverse knowledge gathered via attending: seminars, conferences, workshops and symposium and so on. Therefore, productivity refers to the output gained through the inputs of the employee aimed towards attaining the overall objective both to the school management and the employee. Enhancing the academic productivity requires concerted effort of all major stakeholders that are involved in the administration of the organization. This development as regards teacher productivity does not only involve the inputs of the teacher, but also the instructional aid provided by the management of the school and more especially the workplace environment. The importance of PTA cannot be over emphasized, especially now that it is clear that government alone cannot shoulder the responsibility of providing qualitative education for every citizen as well as teachers productivity.

Teachers can be managed through the adoption of these strategies: supervision, in-service training and compensation among others. Hence, any teacher that enjoys the influence of the above named strategies is bound to give all his best in discharging his or her duty because he would derive the satisfaction of being a teacher, which in-tum will boost his/her productivity.

Productivity is viewed from different perspectives. (Nwachukwu, 2006) views it as the relationship between output of goods and services and resource inputs (human and material) which are utilized in the production of goods and services. Productivity is a measure of how efficient a given set of resources is utilized to achieve given set objectives. Thus, educational productivity is the ratio between the contributions made by education to general development and the cost of education. Productivity in education is intangible and invisible and can only be deduced from turnover, and the rate at which educational objectives are achieved. It is a continuous process, taking into consideration, the input, process and output phases of education. Teacher input refers to the teacher's performance determined by his/her abilities and motivations and technology and technical factors such as quality and quantity of instructional material. Teachers’ Productivity is defined as the actual level of input per unit of output within a time frame using new methods, equipment and techniques (Nakpodia, 2010). Teachers’ productivity in the context of this study is measured in terms of students’ academic performance, maintenance of school discipline and efficient lesson delivery.

The teachers’ productivity or job performance is the key to achieving the educational goals of any nation, which indicates that great care and concern should be given to teachers in order to bring out the maximum output from them. The quality and result therefore made by any teacher is determined by how productive that teacher is, and the teachers’ productivity is based on the outcome of the result of progress and response made by the learners (students). The teacher is the connecting rod in the process of quality and equality of education (Okendu, 2012). Teachers’ influence except a major control on the intellectual and professional development of the citizens of any country educationally. But in recent times, it has been generally observed that teachers, instead of being given the necessary motivations they need for maximum outputs, have been treated with disdain and contempt to the extent that no average Nigerian student wishes to be a teacher. Educational researchers and professional analysts have tried severally to find out the problem for the poor treatment given to teachers and possible ways of finding solutions to their plight, all these have failed as there continues to exist the relegation and decay in education.

Generally, teachers’ productivity of any school is the true reflection of the zeal and effectiveness of the school administration and management system, via the implementation of an effective school policy, syllabus and curriculum structure. Studies conducted by Iheonunekwu (2003), show that the various elements involving input process of the college should target the required standard towards attaining high teachers’ productivity. The measure of teachers’ productivity in an organization is concerned with the appraisal of both the employees’ qualitative and quantitative work. To do so, in educational system, the administrator could measure teachers’ productivity through the following: measuring timeliness of the teachers’, measuring the academic qualification of the teachers’, ensuring teachers’ have a sense of belonging at their work place.

The problem caused by teachers’ low productivity is alarming and indescribable despite the governments’ huge investments in the education sector. Teachers inability to evaluate the course content, coupled with inappropriate assessments of students in three domains (cognitive, affective and psycho-motor), gross neglect in disciplinary responsibilities and teachers’ abysmal lesson delivery, on one hand have caused some problems, giving rise to students inability to improve in the academic pursuit leading to high school drop-outs, high sundry crime rate like kidnapping, prostitution, proliferation of social miscreants in the streets, financial wastage on the part of parents and the government among others. As a result of these decadent conditions found in the school system, the researcher was poised to find out how effective management support services as an innovative practice would determine teacher’s productivity in the public secondary schools in the South East, Nigeria.

Some empirical studies have been conducted to show the relationship between some of the variables and teachers productivity. There are factors that have to do with teachers’ output (productivity) such as enhanced qualification. Qualification is another factor worth considering in discussing teachers’ productivity. There is a strong believe that in-service training is a strategy used by managers of education to ensure high productivity. Zepeda (2012) carried out a comparative study of teachers’ with in-service training and normal regular qualification in North Carolina and came out with the findings that although good qualification is imperative, in-service training is more systematically related to teachers’ productivity which is evidence to students’ achievement. Therefore this study wants’ to find out the extent in-service training as a management strategy/staff development correlates to their productivity.

Also in a related research conducted by students’ of federal university Lafia, Nigeria in the department of computer sciences 2004. The work reported an investigation into role of communication technology in promoting efficient teaching and learning using federal university Lafia as a case study. The result from the sample survey of 50 lecturers showed that ICT plays a vital role in enhancing productivity in the teaching process. Therefore this study sought to find out the extent to which ICT as a management support service relate to teachers’ productivity in secondary school in South East.

School health services refer to the health care delivery system that is operational within a school or college. These services aim at promoting and maintaining the health of management, teachers and students. School health services deals with appraisals, control of communicable diseases and record keeping. It affords the school management the opportunity to dictate signs of emotional disturbances that could impede learning outcomes. The study used a comparative cross sectional survey of private and public schools in Ogun State using a multistage sampling technique. Data was collected using questionnaires and check list. The study concluded that school health services were poor in public secondary schools than in private schools. This suggests that more health services needed to be provided to carter for the health needs of both teachers and students in public secondary schools in Nigeria to bring about maximum productivity.

These studies looked at these support services as single variables. Therefore this research wants to find out the extent management support services correlates with teachers’ productivity.


1.2 STATEMENT OF THE PROBLEM

Academic attainment is an important parameter in measuring success for both students and teachers. Observations and reports have shown that success or high academic achievement has become a herculean task to accomplish by students in recent times and poor academic performance records both at the secondary and tertiary levels of education in Nigeria has attracted much criticisms from all and sundry. Management support services such as physical facilities, staff development and conditions of service, ICT, school health services and others are meant to be provided for the teachers’ effective job productivity.

The researcher in line with many other persons have observed with dismay the decline in the academic performance of students from primary schools to higher institutions which in most cases are traceable to teacher’s poor evaluation of students’ learning outcome, disproportional maintenance of school discipline among teachers and effective teaching delivery practice. It is sad to observe that despite all measures mounted in schools to improve the quality of teaching and learning procedures (teachers teaching ability & the learning academic performance by students) and productivity is still very poor.

School administrators are under pressure and are expected to provide enabling work environment for teachers' high productivity through support services. There is growing fears in the minds of stakeholders in the Nigeria secondary education system with regard to the negative signals coming from the system over poor performance of teachers on instructional delivery. The poor performance seemed to mean that school management is not working up to expectations. It appears school management does not effectively and efficiently provide support services to teachers in areas of adequate physical facilities, regular staff development, robust conditions of services, information and communication technology (ICT), school health services, manageable workload, adequate funding, school based management committee for maximum productivity. As a result of the above decadent conditions found in the school system, the researcher suspects that low teacher productivity as observed in schools maybe due to inadequate provision of management support services hence the need for this study


1.3 PURPOSE OF THE STUDY

The study investigated the extent to which Management Support Services and teachers’ productivity in public secondary schools in South East, Nigeria.

Specifically, the study sought to find out the extent to which:

1.      provision of adequate physical facilities determines teachers’ productivity.

2.      regular staff development determine teachers’ productivity.

3.      robust conditions of service determine teachers’ productivity.

4.      provision of information and communication technology (ICT) determines teachers’ productivity.

5.      provision of school health services determines teachers’ productivity.

6.      teacher workload determine their productivity.

7.      adequate funding determine teachers’ productivity.

8.      parent teachers’ association (PTA) input determines the productivity of teachers.


1.4 RESEARCH QUESTIONS

The following research questions guided the study

1.      to what extent does provision of adequate physical facilities determine teachers’ productivity?

2.      to what extent does regular staff development determine teachers’ productivity?

3.      to what extent do robust conditions of service determine teachers’ productivity?

4.      to what extent does provision of information and communication technology (ICT) determine teachers’ productivity?

5.      to what extent does the provision of school health services determine teachers’ productivity?

6.      to what extent dose the teachers’ workload determine their productivity?

7.      to what extent does adequate funding determine teachers’ productivity?

8.      to what extent does parent teachers’ association (PTA) determine the productivity of teachers?


1.5   HYPOTHESES

The following null hypotheses, tested at 0.05 level of significance were posed for the study.

H01.       There is no significant relationship between provision of adequate physical facilities and teachers’ productivity.

H02.     There is no significant relationship between regular staff development and teachers’ productivity.

H03.     There is no significant relationship between robust conditions of service and teachers’ productivity.

H04.     There is no significant relationship between provision of ICT and teachers’ productivity.

H05.     There is no significant relationship between provision of school health Services and teachers’ productivity.

H06.     There is no significant relationship between sizeable workload for teachers and their productivity.

H07.     There is no significant relationship between adequate funding and teachers’ productivity.

H08.     There is no significant relationship between the inputs of parent teachers’ association and teachers’ productivity


1.6 SIGNIFICANCE OF THE STUDY

The findings of this study would be useful to the government, educational administrators, Secondary Education Management Board (SEMB), teachers, students and future researchers.

The findings of this research could guide government to see the need to increase the running cost given to school administrators for the day to day running of the school and include same in their budgets. The federal government may find an education system with efficient and productive teachers’ capable of implementing the provisions of national policy on education with a view of realizing the national objectives.  The findings would reveal some of the managerial deficiencies, when solution are proffered and applied, teachers’ productivity would be ensured, and therefore management support services would help the government in achieving the goals of education in the country.  For this reasons the study is significant and worthwhile. Also the findings of this study would provide yet the missing link of trying out a model managerial approach as a base for introducing an alternative and a more viable approach acceptable to teachers’ where the traditional model fails to meet the educational needs of the society. When these support services are provided, the result would be more productivity, absence of fear and general positive attitude to work.

Managers of education, like the Secondary Education Management Board (SEMB) would benefit from the findings of the research by arranging a sort of checklist for interviewing the school administrators to hear their opinion on possible challenges that come up in providing Support Services in order to increase teachers productivity. The study may also reveal the correct principles for the proper implementation of Management Support Services in boosting the productivity of teachers.

Teachers’ feel better about themselves and their jobs when they are allowed to control and improve their professional growth thus staff development programs such as in-service training may improve the teachers’ in modern methods and practice and thereby raised the tone of the school. When the managers sees this needs and provide workshop, conferences and seminars as a means of improving and supporting their teachers, there will be a positive increase in human relationship and teachers’ will look inwards in their task in teaching and learning, such benefits will motivate them to increased efficiency hence become more productive.

The information gathered in this study could help teachers see the need to upgrade themselves by being computer literate, so as to encourage the use of ICT in teaching and learning, thus  increase their productivity. For the students, the information gathered in this study would help the students to see the need to be computer literate or ICT compliant so as to encourage the use of ICT in their studies since ICT has become a global process.

The findings of the study could serve as a springboard to future researchers who may wish to research on same variables or others related to it. The information gathered would immensely add knowledge to the existing literature on management support services and teachers’ productivity in public secondary schools, which may serve as a reference point to other researchers. Moreover, the study could be of immense benefit to future researchers as they may find the study interesting and would like to carry out more research on management support services and teachers’ productivity on other levels of education as to produce more researchable and readable materials that would help both managers of education and teachers perform maximally with the sole objectives of becoming more productive which will be evidenced in the students’ learning outcomes, for these reasons this study is significant and worthwhile.

The findings of the study were anchored on Jacob Mincer’s Theory of Human Capital Development, General systems, Attribution theory and Maslow’s Hierarchy of Needs Theory. The information gathered would immensely add knowledge to the existing literature on management support services and teachers’ productivity in public Secondary Schools by exposing the government and teachers to the benefit of adequate support services.


1.7 SCOPE OF THE STUDY

The content scope of this study was to find out the extent Management Support Services and teachers’ productivity in public secondary schools in South East, Nigeria. It focused on management support services that might determine teacher’s productivity, such as the provision of adequate physical facilities, adequate funding, regular staff development, robust conditions of services, provision of information and communication technology (ICT), provisions of school health services, manageable workload, parent teachers’ association and teachers’ productivity.

The scope of this study was delimited to all the public secondary schools in the three states of the South East Nigeria, surrounded by Benue, Akwa Ibom, Bayelsa and Delta States. South East, Nigeria is an area covering about 76,358km2 east of the lower Niger and South of Benue valley. The region is located between latitudes 4 and 7 degrees North of the Equator and between longitudes 7 and 9 degrees east. The study is also delimited to all the teachers and principals in public secondary schools in South East, Nigeria. Thus the study was restricted to only public secondary schools in the three South East states, Nigeria.

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